Establishing a Health Sciences writing centre in the changing landscape of South African Higher Education

Abstract

This article describes, analyses, and reflects on the conceptualisation and establishment of a Writing Lab at a South African university's Faculty of Health Sciences. Drawing on the theoretical framework of New Literacy Studies, the academic literacies approach, and South African writing centre scholarship, the analysis revealed that the conceptualisation of the Writing Lab was primarily informed by the academic socialisation model but has since shifted to encompass a more transformative ideology; opening spaces where students' own knowledges and literacies practices could contribute to new forms of thinking and representation in the academy. We argue that the shift was facilitated by collaboration with disciplinary lecturers, the faculty's Primary Health Care ethos, and the Writing Lab's engagement with a large postgraduate population, leading to the Writing Lab's participation in new forms of knowledge-building that could contribute to the creation of decolonised spaces and shifts in institutional culture.

Guidelines for Decolonising Health Sciences Curricula: A Roadmap to Transformation

“…Another vital aspect to consider in the discourse on decolonisation within HE is the imperative to question one's own assumptions and prejudice. Muna et al (2019) argue that assumptions about students, language literacy and learning can play a pivotal role in shaping an educational environment. Barkaskas and Gladwin (2021) agree and add that assumptions can be effectively countered through meaningful interactions with others.…”

Reimagining Writing Centres Practices: A South African Perspective

“…These ideas were central in guiding the establishment of the FHS WL (Muna et al 2019) and are the foundation from which we are developing our identity and vision for the WL as a mutually transformative learning space (Grimm 1996). For us, this means a space in which we work to address the power imbalance between educator and student by reinforcing students' ownership of their learning, development and texts and by recognising that we too are on a learning journey; and where, from an Interpretivist perspective, we endeavour to recognise the diversity of students' knowledges as their truth, by resisting normative and prescriptive approaches in favour of coconstructing knowledge with students.…”

“…The goal of consultant training is to prepare consultants to meet the needs of a diverse student population, through developing their understanding of the importance, challenges and pedagogies of academic literacies . Although the nature and focus of training varies from one centre to another, consultants usually receive intensive training following their recruitment, with further training throughout their tenure Daniels and Richards 2011;Boughey 2012;Muna et al 2019).…”